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Kaycie Maddox

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Enrique Ortiz

This article presents an example of discovering an idea through creative play. After some trial and error, I drew a wonderful image, which I later learned was a two-dimensional view of a four-dimensional shape called tesseract.

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Ruthmae Sears

As mathematics teachers, we establish several norms, expectations, rules, and daily routines that result in culture building. Hence, in my classes, I decided to center the norms and culture building around five Rs: (1) rigor, (2) relevance, (3) responsiveness, (4) relationship, and (5) responsibility. Using these five Rs provided a norm to engage in our mathematical activities and reflections and established the expectation that everyone would contribute to mathematics teaching and learning (Boyce et al. 2021). Thus, this reflection describes how articles published this year (2021) in Mathematics Teacher: Learning and Teaching PK–12 (MTLT

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Deanna Pecaski McLennan

For the Love of Mathematics

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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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Tyrone Martinez-Black and Sara K. Rezvi

Ear to the Ground features voices from several corners of the mathematics education world.

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Melissa A. Gallagher, Laura Ellis, and Travis Weiland

Teachers can employ four strategies that students in K–12 already know and use in literacy to better comprehend mathematical word problems.

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Tracy E. Dobie and Eleanor R. Anderson

This article explores how teachers can use the sentence stems “I notice” and “I wonder” to deepen professional conversations with colleagues, both in person and in online spaces.

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Emily P. Bonner

As I walk down the hallway in East G Elementary School (pseudonyms have been used throughout), a largely African American school with a high population of students living in poverty, I hear chanting coming from Ms. Jacobs’s fifth-grade classroom. Student voices penetrate the usual silence in the school’s passageways as I get closer to the doorway. When I enter the classroom, I see students sitting at large tables in groups of four or five working with whiteboards and reading from “math journals.” A mixed number is up on the board—5 3/4—and students are working to change this mixed number

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Amanda Jansen

Ear to the Ground features voices from various corners of the mathematics education world.